Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement

Abstract

The early assessment of the executive processes using ecologically valid instruments is essential for identifying deficits and planning actions to deal with possible adverse consequences. The present study has two different objectives. The first objective is to analyze the relationship between preschoolers’ performance on tests of Working Memory and Inhibition and parents’ and teachers’ ratings of these executive functions (EFs) using the Behavior Rating Inventory of Executive Function (BRIEF). The second objective consists of studying the predictive value of the different EF measures (performance-based test and rating scales) on Inattention and Hyperactivity/Impulsivity behaviors and on indicators of word reading performance. The participants in the study were 209 children in the last year of preschool, their teachers and their families. Performance-based tests of Working Memory and Inhibition were administered, as well as word reading measures (accuracy and speed). The parents and teachers filled out rating scales of the EF and typical behaviors of attention deficit hyperactivity disorder (ADHD) symptomatology. Moderate correlation values were found between the different EF assessments procedures, although the results varied depending on the different domains. Metacognition Index from the BRIEF presented stronger correlations with verbal working memory tests than with inhibition tests. Both the rating scales and the performance-based tests were significant predictors of Inattention and Hyperactivity/Impulsivity behaviors and the reading achievement measures. However, the BRIEF explained a greater percentage of variance in the case of the ADHD symptomatology, while the performance-based tests explained reading achievement to a greater degree. The implications of the findings for research and clinical practice are discussed.

Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories

“…It should be noted at this point that early research on multiple informants in child and adolescent psychopathology (see Smith, 2007 for a review) generally suggested that for older children the child is often the best informant, followed by parent and then teacher reports. However, recent studies (Dekker, Ziermans, Spruijt, & Swaab, 2017;Miranda et al, 2015) using the BRIEF rating scales supported the reverse pattern. These studies included both parent and teacher-report BRIEF EF ratings in order to examine the relative impact of these different EF ratings on social outcomes and indicated that it is the teacher EF ratings along with performance-based EF that have a complementary role in outcome variables (parent-report EF ratings explained significantly less or not at all variance).…”

“…In fact everyday EF ratings may show a greater capacity to predict clinical symptoms related to developmental disorders (e.g. ADHD, ASD) (Miranda, Colomer, Mercader, Ferna´ndez, & Presentacio´n, 2015). Considering thus that performance-based and rating scales may index different level of cognitive analysis and that the behavioural outcomes measured by ratings such as the BRIEF occur in social contexts and relate to individuals' everyday lives, it would be important to study these EF behavioural manifestations from a developmental perspective in order to shed more light on the heterogeneity of the developmental profiles of children and adolescents with ASD.…”

Análisis de datos observacionales mediante la Teoría de la Generalizabilidad y la utilización del Modelo Lineal General y Mixto: Un estudio empírico de desarrollo infantil

“…Both measurements systems have their limitations. Behaviors performed in an artificial, controlled setting, such as a laboratory, will necessarily differ from behaviors that occur in a natural everyday setting, and therefore any findings will have low ecological validity (Miranda, Colomer, Mercader, Fernández, & Presentación, 2016). On the other hand, while information supplied by third parties can provide insights into a greater number of situations, its reliability is questionable for numerous reasons related to, for instance, social desirability or recall bias, and even a lack of familiarity or sensitivity on the part of the observer to perceive and detect certain behaviors (Wertz, 2014).…”

Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

“…Mood disorders included. Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement 2015 Journal Frontiers in Psychology SPAIN Miranda, Colomer, Mercader, Fernández, Presentación (26) The first objective is to analyze the relationship between preschoolers' performance on tests of Working Memory and Inhibition and parents' and teachers' ratings of these executive functions using the Behavior Rating Inventory of Executive Function. The second objective consisted of studying the predictive value of the different EF measures (performance-based test and rating scales) on ADHD symptoms and on indicators of word reading performance.…”

“…This influences the academic tasks associated with reading fluency and processing. Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement (26) 209 children in the last preschool year, their teachers and their families. public schools (63.3%); private schools subsidized by the government (30.6% ); and private schools (5.9%).…”